الگوي گذار مدارس موفق به سوي مدارس ماندگار
محورهای موضوعی : آموزش و پرورش
زهره شکیبایی
1
,
قاسم شورمیج
2
,
فریمان ابراهیم زاده
3
1 - دانشیار گروه علوم تربیتی، واحد تنکابن، دانشگاه آزاد اسلامی، تنکابن، ایران.
2 - دانشجوی دکتری گروه علوم تربیتی، واحد تنکابن، دانشگاه آزاد اسلامی، تنکابن، ایران
3 - استادیار گروه علوم تربیتی، واحد شیروان، دانشگاه آزاد اسلامی، شیروان، ایران
کلید واژه: مدارس موفق, مدارس ماندگار, گذار به مدارس ماندگار,
چکیده مقاله :
مقدمه و هدف: يکي از مهم‌ترين عوامل پيشرفت هر جامعه، آموزش و پرورش آن جامعه است و تجربه نشان داده است که جامعه‌اي پيشرفته است که سيستم آموزشي پيشرفته و مترقي داشته باشد. هدف تمامي نظام‌هاي آموزشي، برپا کردن مدارس موفق و با کيفيت است که در گذر زمان باقي بمانند و تبديل به مدارسي با تجربه و ماندگار شوند. مدارس ماندگار محصول مجموعه‌اي از عوامل داخلي و خارجي در مدارس هستند و کيفيت مدارس مستلزم تلاش و کار جمعي و هماهنگي کليه پارامترهاي داخلي نظام مدرسه است. از اين هدف پژوهش حاضر شناسايي مؤلفه و شاخص‌هاي گذار از مدارس موفق به مدارس ماندگار و ارائه الگويي کيفي مي‌باشد.
روش شناسی پژوهش: پژوهش حاضر از بُعد هدف، كاربردي و از لحاظ روش، يك پژوهش ترکيبي (آميخته) مي‌باشد. در اين پژوهش ابتدا با استفاده مباني نظري، شاخص و مولفه‌هاي گذار مدارس موفق به مدارس ماندگار استخراج گرديد و به روش دلفي 13 مولفه و 132 شاخص مورد اجماع خبرگان قرار گرفت. جامعه آماري اين پژوهش مديران و آموزگاران مدارس ماندگار و مدارس موفق، مديران و پژوهشگران حوزه آموزش و پرورش هستند که داده‌هاي مورد نياز با پرسش نامه‌اي محقق ساخته‌اي از بين 386 به عنوان نمونه آماري جمع‌آوري گرديد. براي تجزيه و تحليل داده‌ها از روش مدل يابي معادلات ساختاري به روش PLS استفاده شده است.
یافتهه ا: مولفه‌هاي اصول و روش‌هاي آموزشي، فرهنگ و جامعه، ويژگي‌هاي مدير، معماري و ساختمان و تجهيزات، محتواي آموزشي، ويژگي‌هاي معلمان، روش‌هاي مدارس ماندگار و دولت و حاکميت، اهداف مدارس ماندگار، روابط انساني و مشارکت، خانواده، ويژگي‌هاي دانش آموزان و مولفه سازمان و مديريت به ترتيب سيزده مولفه تاثير گذار در الگوي گذار مدارس موفق به مدارس ماندگار هستند.
بحث و نتیجه گیری: نتايج پژوهش نشان مي دهد که مؤلفه اصول و روش‌هاي آموزشي بيشترين تأثیر را در الگوي گذار مدارس موفق به مدارس ماندگار دارد؛ فرهنگ و جامعه در جايگاه دوم اهميت مي باشد؛ مؤلفه ويژگي‌هاي مدير سومين مؤلفه تأثیرگذار و مولفه معماري و ساختمان و تجهيزات چهارمين مؤلفه تأثر گذار بر گذار مدارس موفق به مدارس ماندگار است.
Introduction: Education and Training is considered as one of the most important factors for the progress of every society; developed communities have proved to possess a progressive and advanced educational system. Establishing successful and qualified schools which survive with the passage of time and turn into experienced and permanent schools is the ultimate purp
ose of all educational systems. Permanent schools are the product of a collection of internal and external parameters in school and quality in schools necessitates team work and coordinating all internal parameters in school system. Therefore, the purpose of the present study is to identify the components and indicators of transmitting from successful schools to permanent one and to provide a qualitative pattern.
Research Methodology: The present research is practical in terms of purpose and could be considered a mixed research in method. First, the components and indicators of transmitting from successful schools permanent ones were extracted by theoretical foundation, 13 components and 132 indicators were consensed by the experts by Delphi method. The statistical population of the research includes the teachers and principals of permanent and successful schools the managers and the researches in the field of education; the data was collected by researcher-made questionnaire from 386 questions as the statistics sample. Structural equation modeling (PLS method) has been used for the analysis of the data
Findings: The thirteen effective components in the transition pattern of successful schools to permanent schools are listed respectively; the educational basics and methods with the path coefficient of (0.118). the culture and society (0.111), the managerial characteristics (0.105), the architecture and building and technology with the path coefficient of 0.102), the educational contents (0.66), teachers’ characteristic (0.093), the methods of permanent schools and government (0.089), the goals of permanent schools (0.082), human relations and cooperation (0.071), the family (0.066), the students’ characteristics (0.063), and the components of organization and management (0.055).
Conclusion: The results of the research show that the component of educational principles and methods has the greatest impact on the model of transition from successful schools to sustainable schools; Culture and society are second in importance; The component of the manager's characteristics is the third influential component, and the architecture, building and equipment component is the fourth component influencing the transition of successful schools to sustainable schools.
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